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International Journal of Development Education and Global Learning最新文献

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What are the critical dimensions in Ghana's senior high school social studies curriculum? Under the lens of a critical global citizenship education framework 加纳高中社会研究课程的关键维度是什么?在关键的全球公民教育框架下
International Journal of Development Education and Global Learning Pub Date : 2019-12-05 DOI: 10.18546/ijdegl.11.2.02
Simon Eten Angyagre, A. Quainoo
{"title":"What are the critical dimensions in Ghana's senior high school social studies curriculum? Under the lens of a critical global citizenship education framework","authors":"Simon Eten Angyagre, A. Quainoo","doi":"10.18546/ijdegl.11.2.02","DOIUrl":"https://doi.org/10.18546/ijdegl.11.2.02","url":null,"abstract":"A review of school curricula approaches to citizenship formation in a sub-Saharan African education context reveals such practice is still largely focused on a traditional social studies approach. This approach to citizenship development may be limiting in terms of potential to foster\u0000 students' civic competencies for addressing social injustice associated with the impacts of globalization that impinge on local realities. Drawing on a critical global citizenship education (GCE) framework and GCE core conceptual dimensions developed by UNESCO, this study assessed the critical\u0000 dimensions of the social studies curriculum for secondary education in one sub-Saharan African country. Through interviews with teachers, focus groups with students and a review of the social studies teaching syllabus, the study revealed limitations in both content and the pedagogical approach\u0000 to the delivery of Ghana's current social studies curriculum for senior high schools.","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48661804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Editorial 社论
International Journal of Development Education and Global Learning Pub Date : 2019-12-05 DOI: 10.18546/ijdegl.11.2.01
C. Bentall
{"title":"Editorial","authors":"C. Bentall","doi":"10.18546/ijdegl.11.2.01","DOIUrl":"https://doi.org/10.18546/ijdegl.11.2.01","url":null,"abstract":"","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47010884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Seeking equilibrium between a social justice and a charity stance towards global learning among Northern Ireland pupils 在北爱尔兰学生的全球学习中寻求社会公正和慈善立场之间的平衡
International Journal of Development Education and Global Learning Pub Date : 2019-12-05 DOI: 10.18546/ijdegl.11.2.04
L. Clarke, L. Abbott
{"title":"Seeking equilibrium between a social justice and a charity stance towards global learning among Northern Ireland pupils","authors":"L. Clarke, L. Abbott","doi":"10.18546/ijdegl.11.2.04","DOIUrl":"https://doi.org/10.18546/ijdegl.11.2.04","url":null,"abstract":"Developing pupils' knowledge and understanding of world poverty and how to reduce it requires building teachers' capacity. With this objective in mind, the UK Global Learning Programme (GLP 2013–18) sought to determine the extent to which a social justice mentality was evident\u0000 among pupils in Northern Ireland schools in tandem with, or instead of, the prevailing charity mentality. Using a qualitative approach, the research examined their conceptions of, and attitudes towards, social justice and equity, and how they had helped make the world fairer. They understood\u0000 the causes of inequality and saw the contrast between great wealth and absolute poverty. Their growing motivation to help related mainly to charitable actions, but there was evidence of critical thinking about longer-term implications and a social justice stance.","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43307379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Agonistic possibilities for global unlearning: Constraints to learning within global citizenship education and social movements 全球遗忘的激动人心的可能性：全球公民教育和社会运动对学习的限制
International Journal of Development Education and Global Learning Pub Date : 2019-12-05 DOI: 10.18546/ijdegl.11.2.06
Helen Underhill
{"title":"Agonistic possibilities for global unlearning: Constraints to learning within global citizenship education and social movements","authors":"Helen Underhill","doi":"10.18546/ijdegl.11.2.06","DOIUrl":"https://doi.org/10.18546/ijdegl.11.2.06","url":null,"abstract":"The continued rise of populisms and divisions alongside widening inequalities nationally and globally give increasing urgency to the question of how educators and activists can respond. This article examines the possibilities that emerge from the connections between global citizenship\u0000 education (GCE) and learning in social movements, both spaces where people seek to engage others in ideas of how the world is, could and should be. Drawing on Mouffe's (2005) theory of agonistic pluralism to engage conflict and emotion with possibilities for learning and unlearning, the case\u0000 study reveals the significance of recognizing constraints created by histories and narrations of the 'other'. The article calls for more work on the intersections of unlearning and agonism in order to create agonistic pedagogies for activism and GCE.","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45569932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Book review: Value-Creating Global Citizenship Education: Engaging Gandhi, Makiguchi, and Ikeda as examples , by Namrata Sharma 书评：《创造价值的全球公民教育：以甘地、Makiguchi和池田为例》，Namrata Sharma著
International Journal of Development Education and Global Learning Pub Date : 2019-12-05 DOI: 10.18546/ijdegl.11.2.07
Gonzalo Obelleiro
{"title":"Book review: Value-Creating Global Citizenship Education: Engaging Gandhi, Makiguchi, and Ikeda as examples , by Namrata Sharma","authors":"Gonzalo Obelleiro","doi":"10.18546/ijdegl.11.2.07","DOIUrl":"https://doi.org/10.18546/ijdegl.11.2.07","url":null,"abstract":"","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42479516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
North–South–South collaboration as a context for collaborative learning and thinking with alternative knowledges 北南南合作是利用替代知识进行协作学习和思考的背景
International Journal of Development Education and Global Learning Pub Date : 2019-12-05 DOI: 10.18546/ijdegl.11.2.05
Anna-Leena Riitaoja, Hanna Posti-Ahokas, Hille Janhonen-Abruquah
{"title":"North–South–South collaboration as a context for collaborative learning and thinking with alternative knowledges","authors":"Anna-Leena Riitaoja, Hanna Posti-Ahokas, Hille Janhonen-Abruquah","doi":"10.18546/ijdegl.11.2.05","DOIUrl":"https://doi.org/10.18546/ijdegl.11.2.05","url":null,"abstract":"This article discusses North–South–South higher education collaboration as a context for development education. We analyse an intensive course on qualitative research methods and culturally responsive education organized by a network of five universities from global South\u0000 and global North. The course aimed to enhance qualitative understanding of quality learning and educational practices through approaches of contextual and cultural relevance, in line with Sustainable Development Goal 4 (SDG4). The course initiated a research-focused learning dialogue among\u0000 students and researchers and encouraged participants to reflect and critique their views and to engage with alternative knowledges. Analysis of participants' course feedback highlights the opportunities and limits of North– South–South collaboration for enhancing contextual, cultural\u0000 and epistemological awareness for a better understanding of quality education.","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49579190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 6
Spitting rhymes and changing minds: Global youth work through hip-hop 吐槽押韵，改变思维：全球青年通过嘻哈工作
International Journal of Development Education and Global Learning Pub Date : 2019-12-05 DOI: 10.18546/ijdegl.11.2.03
Eleanor J. Brown, L. Nicklin
{"title":"Spitting rhymes and changing minds: Global youth work through hip-hop","authors":"Eleanor J. Brown, L. Nicklin","doi":"10.18546/ijdegl.11.2.03","DOIUrl":"https://doi.org/10.18546/ijdegl.11.2.03","url":null,"abstract":"This article explores the impact of a global youth work project that aimed to engage young people in social issues through the medium of hip-hop. We discuss the literature on education for social justice and then give an overview of the hip-hop project we analysed. We go on to explore\u0000 the qualitative findings, asking what practices were most successful in engaging 'marginalized' young people and whether the project met its aims in terms of the perceived outcomes for and of the participants. We consider how the project built self-esteem and draw conclusions about the implications\u0000 of such projects for developing positive attitudes to learning and for consciousness-raising regarding global social issues.","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45381058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 6
Retraction Notice to"Intercultural Learning Supported by Technology: A Small-Scale Systematic Review" [International Journal of Education and Learning 1(1) (2019) 33-41] “技术支持的跨文化学习:一个小规模的系统评论”的撤回通知[国际教育与学习杂志1(1)(2019)33-41]
International Journal of Development Education and Global Learning Pub Date : 2019-09-19 DOI: 10.31763/ijele.v1i2.48
Wayan Sintawati
{"title":"Retraction Notice to\"Intercultural Learning Supported by Technology: A Small-Scale Systematic Review\" [International Journal of Education and Learning 1(1) (2019) 33-41]","authors":"Wayan Sintawati","doi":"10.31763/ijele.v1i2.48","DOIUrl":"https://doi.org/10.31763/ijele.v1i2.48","url":null,"abstract":"Following a rigorous, carefully concerns and considered review of the article published in International Journal of Education and Learning to article entitled “Intercultural Learning Supported by Technology: A Small-Scale Systematic Review\" [International Journal of Education and Learning Vol 1, No 1, 2019, 33-41], DOI: http://dx.doi.org/10.31763/ijele.v1i1.30. This paper has been found to be in violation of the International Journal of Education and Learning Publication principles and has been retracted. This article has been retracted at the request of the Supervisor, Rustam Shadiev (Nanjing Normal University, China), of the author, Wayan Sintawati (Nanjing Normal University, China), because the author didn't communicate with him to publish the research work in this journal and didn't write his name on the article as responsible to teamwork effort. This practice is count as the unethical publication of the International Journal of Education and Learning. ","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89263772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Editorial 编辑
International Journal of Development Education and Global Learning Pub Date : 2019-06-18 DOI: 10.18546/ijdegl.11.1.01
C. Bentall
{"title":"Editorial","authors":"C. Bentall","doi":"10.18546/ijdegl.11.1.01","DOIUrl":"https://doi.org/10.18546/ijdegl.11.1.01","url":null,"abstract":"","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42517964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Empathy: simple and inevitable? Development education and narratives of African poverty 同理心：简单而不可避免？发展教育与非洲贫困叙事
International Journal of Development Education and Global Learning Pub Date : 2019-06-18 DOI: 10.18546/IJDEGL.11.1.08
Nomisha Kurian
{"title":"Empathy: simple and inevitable? Development education and narratives of African poverty","authors":"Nomisha Kurian","doi":"10.18546/IJDEGL.11.1.08","DOIUrl":"https://doi.org/10.18546/IJDEGL.11.1.08","url":null,"abstract":"This article critically examines how the concept of empathy is mobilized in the rhetoric of development education, and explores different ways of conceptualizing empathy as a pedagogical ideal and an affective experience. Its premise is that the concept of empathy has been insufficiently\u0000 probed within academia, even though paradigm shifts in development have made the concept central to development education. In reference to narratives of African poverty, the article critiques literature depicting empathy as simple or inevitable within development education. It seeks to open\u0000 up new possibilities for conceptualizing a form of empathy that prioritizes nuance and self-reflexivity. The article intends to contribute to development education by advocating more respectful, dialogical and self-aware cross-cultural engagement.","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45921313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
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